oxford english for life elementary teacher039s book

Real-life focus English for Life gives students the language they need in the real world: for work, for study, for travel, and for international communication.. At every level, the cour

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Englishfor Life

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Englishfor Life

E l e m e n t a r y Teacher’s Book

3

J e n ny Q u i n t a n a

C a ro l Ta b o rTo m H u t c h i n s o n

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Possession: my, your, etc.

Classroom language: a book, a desk, etc.

Plurals: regular and irregular

to be: statements, questions, and short answers

Places in a town: a street, a market, etc Articles: the bank or a bank

Pronunciation: The letter a

Present continuous: statements, questions, and short answers

Jobs and related verbs: a mechanic, to repair, etc.

Lessons 37–40A

Places to go

Places to go: the cinema, an art gallery, etc.

to / at

English in the world: Theatres

Past simple to be : statements, questions, and short answers

Schooldays

School subjects: History, Science, etc.

English in the world: School life

Past simple: regular and irregular verbs: statementsPronunciation: Past tense /Id/ endings

The body and illnesses

Parts of the body: face, ankle, tooth, etc.

Pronunciation: Silent letters Past simple: questions and short answers

Travel

Travel: a ticket, a plane, go camping, etc Activities: go + preposition

Pronunciation: Same sound or different?

going to: statements, questions, and short answers

AdjectivesAdjective orderLessons 61–64A

Communication

At the post ofﬁ ce: a stamp, a postman, to deliver, etc.

English in the world: At the post offi ce have to: statements

Comparisons

The weatherWord buildingEnglish in the world: Small talk: the weather

Comparatives: colder, hotter, more interesting, etc.

Around the world

Geographical features: forest, lake, etc.Superlatives: the widest, the most beautiful, etc.

Everyday life

Everyday jobs

do the or go shopping

English in the world: Internet use

Present perfect: statements, questions, and short answers

Experiences

Experiences: ride a horse, go scuba diving, etc.

Talking about experiencesPronunciation: Past participles

Present perfect and past simple

That’s Life! Epilogue page 81 Review & Wordlists pages 83–102 Grammar reference pages 103–112

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Listen and speak: Using numbers and asking about location

Ordinal numbers: ﬁ rst, second, third, etc.

Pronunciation: Word stress 1

Story: That’s Life! Episode 1 Hi How are you?

Saying hello and goodbye: Good morning, See you, etc.Possessive ’s

Listen and speak: Giving personal information

wh- questions with to be

English in the world: Titles: Mr, Ms, Mrs, Miss

Talking about days and times: It’s Monday,

It’s three o’clock, etc.

Prepositions of time 1: on, at

Read and write: People’s everyday life

and, but, because

Pronunciation: /I/ or /i;/

Story: That’s Life! Episode 2 Is Sarah here?

RespondingListen and speak: Talking about likes and dislikes

like + -ing

Pronunciation: /Q/ and /@U/

Ordering food and drink

Would you like … ?

English in the world: Foreign words in English

Read and write: Describing your familyObject pronouns

English in the world: Families

Story: That’s Life! Episode 3 He’s a nice guy

SuggestionsListen and write: Describing your town

English in the world: Street signs Giving directions: Turn right, It’s on the left, etc.

Read and write: Describing a roomEnglish in the world: Makeover programmes

Story: That’s Life! Episode 4 Would you like some help?

Offering helpListen and speak: Making an appointment

Prepositions of time 2: in, on, at

Pronunciation: can and can’t

Making polite requests

Read and write: Describing your jobEnglish in the world: Working hours

Story: That’s Life! Episode 5 I can’t explain

Talking about problemsListen and speak: Saying how good something was

Pronunciation: was / wasn’t; were / weren’t

Making arrangements: Shall we … ?, Let’s … , etc.

Present continuous for future arrangementsRead and write: Schooldays

-y endings

Story: That’s Life! Episode 6 I got the job!

Talking about good newsListen and speak: Talking about accidents

English in the world: Medical signs

Askingforthingsatthechemist’s:Haveyougotanythingfor…?

Buying medicine

How often? once, twice, etc.

Read and write: Describing plans for the future Sequencers

English in the world: A gap year

Story: That’s Life! Episode 7 Everybody knows that

Talking about sad eventsListen and write: Describing what you eat and drink

QuantitiesPronunciation: of

Ordering a meal: Can I have? etc.

DrinksEnglish in the world: Tipping

Read and write: Describing people’s clothesEnglish in the world: Clothes

Story: That’s Life! Episode 8 Plans for the future

Making commentsListen and speak: Responding to requests

Pronunciation: Sentence stress On the telephone: Who’s calling? Can I leave a message? etc.

Read and write: Comparing different placesCompass directions

Pronunciation: Same sound or different?

Story: That’s Life! Episode 9 Sarah’s news

Talking about a tripListen and write: Describing a country

Pronunciation: /u;/ and /ju;/

Giving measurements: How long is … ?

English in the world: Metric and imperial measurements

Read and write: Understanding short messagesPronunciation: /V/ and /@U/

Story: That’s Life! Episode 10 What are you talking about?

Asking for an explanationListen and speak: Asking someone about their experiences

English in the world: Animals

Audio scripts pages 113–120 Irregular verb list page 121 Pronunciation Chart page 122

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English for Life is language learning

made simple

English for Life is an exciting new four-level course for adult

and young adult learners It features British English, with international communication in mind The course takes learners

from complete beginner to intermediate level English for Life

has been developed to make language learning an enjoyable and reassuring experience, offering everything needed for success

English for Life offers an easy, manageable syllabus through:

• carefully controlled input of grammar and vocabulary• skills work for revision of grammar and vocabulary• a practical language syllabus with real-life outcomes• an engaging storyline

English for Life is designed for teachers and learners who want

a simple, direct approach with lots of support and practice The course provides everything teachers need to make teaching and learning easier:

• one-page, low preparation lessons • a step-by-step approach for building confidence• lots of repetition of new language for learning at a steady pace• clear, achievable lesson outcomes

• audio models for all new language and texts• easy-to-use support and testing materials in one, interleaved

Teacher’s Book• a full set of practice materials for students via the Workbook,

MultiROM, and the English for Life website.

Approach and methodology

English for Life has been created by Tom Hutchinson, the

internationally respected author of Hotline, Lifelines, and Project

English He has over 20 years’ experience of writing courses that

really work in the classroom English for Life aims to establish a

new approach to language teaching which recognizes the need to learn one thing at a time The clear step-by-step approach gives students the confidence they need to use the language effectively

English for Life has:

A simple format

The format of the course is simple and consistent, so students always know where they are and what they are learning

• The material is grouped in regular cycles of four lessons:

Vocabulary, Grammar, Skills, and English for Everyday Life This ensures systematic coverage of all the key elements of the syllabus

• The format of the Student’s Book is 80 one-page lessons • Each lesson is designed to last 45 minutes and is self-contained,

with a clear learning outcome given at the bottom of the page

• The course package is simple to use Each one-page lesson

corresponds with one page of Workbook material, one page of photocopiable classroom activities, one page of notes for the teacher, and one set of MultiROM activities

dictionary style with labelled pictures to show the meaning

directly

• New grammar is highlighted in presentation texts and dialogues • Students learn, practise, and produce one thing at a time, and

so are able to see their progress immediately

Maximum support for students

The simple, direct approach and generous amount of practice in

English for Life gives the students maximum support

• There’s plenty of simple, confidence-building practice

Exercises regularly ask students to ‘Listen and repeat’ and drills give students the chance to learn and practise new language thoroughly before moving on to freer practice

• There are audio scripts for all the reading texts ‘to help

students through’ and to bring texts to life

• Reading and listening texts are kept to manageable lengths.• Speaking and writing tasks have lots of structured support,

therefore placing realistic demands on students in terms of performance and ideas generation

• The Workbook provides consolidation work at home, one page

for every lesson

• The MultiROM gives learners the opportunity to revisit the lesson in their own time, or to catch up with a missed lesson.

Real-life focus

English for Life gives students the language they need in the

real world: for work, for study, for travel, and for international communication

• Each lesson has a clear learning outcome taken from the

Common European Framework These outcomes are expressed

as ‘can do’ statements, showing students the real-world

relevance of each lesson For example, at Elementary level, Now

I can ask for and give directions (lesson 24), Now I can respond to requests (lesson 63)

• Throughout the book, students have an opportunity to

personalize the new language in the frequent Your life

sections These are simple sentence-generation exercises, or very manageable ‘ask and answer’ pairwork exercises at the end of the lesson

• English for Life recognizes the international use of English The

themes and characters reflect situations that are meaningful to everyone Contexts are chosen from a wide range of

countries, not just the English-speaking world

• The English in the world feature looks at aspects of daily

life and English language use in a range of English-speaking cultures It encourages learners to compare their own world,

language, and experiences

Flexibility of use

Each page in the English for Life Student’s Book provides the

content for a thorough and interesting lesson with minimal preparation However, some teachers may wish to expand or develop lessons to meet the needs of their own particular situation

English for Life provides teachers with this flexibility in two ways:

• The quick and simple lessons, each with its own separate learning outcome, make the course ideal for using one lesson at a time according to your students’ needs.

• English for Life makes it easy and quick to plan your teaching

programme The interleaved Teacher’s Book makes quick reference to the teacher’s notes easier in class Having the teacher’s notes directly opposite the Student’s Book page means easy access to answer keys and audio scripts while

you teach

• The Teacher’s Book provides additional resources to use in

class, for homework, or to test your students’ progress

• For teachers who want to try out extra resources, additional

activities and ideas are provided in the Teacher’s Book via

short warm-up and follow-up activities and photocopiable

activities for every lesson The English for Life website

(www.oup.com/elt/englishforlife) provides further extension material, for both teachers and students

INTRODUCTION

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Course syllabus

The tightly structured syllabus of English for Life guides students

through the language, at a comfortable and manageable pace

Grammar

The course has a carefully graded grammar syllabus Grammar lessons introduce new structures one at a time For example with tenses, ‘positive and negative statements’ are usually introduced in one lesson and then ‘questions’ are introduced in a separate lesson There is also a generous overlap in syllabus coverage between levels in the course, so students have plenty of opportunity to revise what they know and build their confidence before moving on For example, thorough revision is given to basic tenses at the beginning of a new level before proceeding to new structures

Vocabulary

Between 12 and 20 new words can be presented in a Vocabulary

lesson for active, productive use The lexical sets in English for

Life Elementary have been chosen to reflect basic needs such as everyday life (lesson 9), furniture (lesson 25), and clothes (lesson

57), but also include very functional topics such as places to

go (lesson 37) and at the post office (lesson 61) Vocabulary is

recycled in the Skills lessons where great care has been taken that reading and listening texts present a limited number of new words

Functions

The functional syllabus is organized to support and give more practice of the grammar and vocabulary points that students are learning Students learn key language to enable them to

manage simple communicative contexts, such as ordering food and

drink (lesson 16), making arrangements (lesson 40), and giving measurements (lesson 72)

Skills work

English for Life gives students regular practice in reading, writing,

listening, and speaking, in dedicated Skills lessons Two skills

are focused on in any one lesson, e.g Listen and speak, Read and

write, Listen and write, or Read and speak Each lesson is based

around a manageable, graded text The main function of the reading and listening texts is for students to meet the grammar and vocabulary of the previous two lessons in a wider context

Pronunciation

Pronunciation is taught with relevant language or vocabulary in separate ‘boxes’ at the end of a lesson This gives the teacher the flexibility to decide at what point in the lesson they wish to focus on pronunciation for a particular language area The pronunciation boxes emphasize problem areas, and introduce students to work on individual sounds, stress, rhythm, and intonation

Cultural awareness

English for Life aims to appeal to students of all cultural

backgrounds The topics and texts are supplemented by a regular focus on aspects of cultural life via English in the world boxes

These focus on topics such as families (lesson 19) and tipping

(lesson 56) They can be used as a springboard for cross-cultural comparison, giving students an opportunity to find out more about each other and the English-speaking world

The English for Life course package

Each level of English for Life provides 60–120 hours of teaching

material This consists of 80 lessons designed to last at least 45 minutes, with a wide range of additional classroom resources, homework, and testing material

At every level, the course consists of:

• Student’s Book, with 80 single-page lessons• Workbook, with 80 single-page sets of practice exercises• Teacher’s Book, with one page of class notes next to every

Student’s Book lesson, plus a customizable Test CD

• 3 class audio CDs or 3 class audio cassettes, including all of

the texts, dialogues, and drills from the Student’s Book

• MultiROM with interactive audio practice of the key new

language for every Student’s Book lesson, and audio material covering all of the pronunciation work in the Student’s Book.Each of the components is described in more detail below.The whole package is supported by a dedicated website for teachers and students, at www.oup.com/elt/englishforlife

The Student’s Book

The Student’s Book contains:• an easy-to-use contents page• 80 one-page lessons • 10 Review lessons – one for every 8 lessons• wordlists

• audio scripts• a list of irregular verbs• a pronunciation chart of the sounds of English.For each level, the 80 lessons in the Student’s Book are grouped in cycles of four Every cycle follows the same sequence:• Vocabulary

• Grammar• Skills• English for Everyday Life.Each cycle also has two smaller sub-sections:• Pronunciation

• English in the world

One page, one lesson, one focus

The format of English for Life lessons is simple and predictable,

making them easy and reliable to use Every lesson moves in the same manageable progression:

• presentation of one new text or language area• controlled practice activities

• several lessons contain a Language note box These boxes

highlight an important aspect of the language area that is being studied

• freer practice often ending with a Your life personalization

exercise, where learners talk or write about their own life

• a clear ‘Now I can …’ statement, summarizing the learning

outcome of the lesson

Vocabulary

Students spend the first lesson in each cycle of 4 lessons learning a new set of vocabulary They meet the words again in the other three lessons in the cycle and have further opportunities to use them.• Groups of new words are introduced meaningfully around a

particular topic, such as family members (lesson 17) or school

subjects (lesson 41).

• The new vocabulary is presented through labelled pictures, ‘picture dictionary’ style As they work through the cycle, students can easily go back and check new words in the ‘picture dictionary’

• Every presentation includes recorded models for students to copy and repeat

• Students then practise via a range of simple exercises, to build confidence with the sound, meaning, and form of the words These might include drills, gap-filling, listening comprehension, and ‘ask and answer’ exercises

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8• The exercises move from controlled to freer, often ending with

a Your life exercise, which enables learners to personalize the

language they have learned

Grammar

The Grammar lesson is the second in each cycle of 4 lessons It presents and practises new grammar in a clear and structured way • The Grammar lessons focus on one aspect of structural

grammar, e.g present simple: statements (lesson 10), or present perfect and past simple (lesson 78)

• The new grammar is presented in everyday contexts through a short, simple text or dialogue on the page Often the familiar

characters from the That’s Life! storyline are used in the

grammar presentation texts and dialogues to help students relate new language to ‘real’ characters and situations • New language items are highlighted in blue in the presentation

texts and dialogues, so it’s easy to focus on language patterns.• Students study the grammar through clear rules and tables

• Short and simple Language notes emphasize points of form or

usage which students should learn.• Students practise via a range of simple exercises including

drills, gap-filling, listening comprehension, listen and check exercises, and ask and answer exercises

• As with the Vocabulary lessons, the activities move from

controlled to freer, often ending with a Your life exercise.

Skills

Skills lessons are the third lesson in each cycle of 4 lessons They give learners the opportunity to see the vocabulary and grammar from the previous two lessons in the context of a reading or listening text on the general topic of the cycle

• Across the course, the lessons provide a balance of the four skills – reading, listening, speaking, and writing The lesson heading always makes it clear which skills students will

practise, e.g Read and write or Listen and speak.

• Reading and listening texts are carefully graded for length and complexity, to ensure that students aren’t distracted by too much information or language they don’t need

• Reading texts are recorded on the class audio cassettes and CDs, so your students can listen and read at the same time • Comprehension tasks build students’ confidence with reading

for general and detailed meaning, and with coping with different types of text

• Skills sections build to either a speaking or writing task based on the topic of the lesson Speaking and writing tasks are tightly controlled and have plenty of support This makes them easy to run in class, and confidence-building for the students The task can be a simple response to the text or more personalized practice of the main language focus

• The Your life sections offer motivating opportunities for

students to talk and write about their own experiences

English for Everyday Life

English for Everyday Life is the fourth lesson in each cycle of 4 lessons They focus on functional language and how this language is used in the real world English for Everyday Life lessons

alternate between functional lessons such as giving directions

(lesson 24), and an episode of the That’s Life! storyline.

Functional lessons

• The lessons focus on common activities and situations in

everyday life, such as making polite requests (lesson 32), on the

telephone (lesson 64), and checking in (lesson 80).

• The new language is presented in a model dialogue on the page which students can listen to and then practise

• Everyday expressions boxes highlight the essential practical

language that students should learn.• Students practise the new language in further listening and

speaking exercises

That’s Life! lessons

• These lessons deal with everyday social interaction in the fun context of a soap opera story

• The story revises the language of the cycle and focuses on

useful phrases for social interaction in the Everyday expressions

boxes, such as suggestions (lesson 20) or talking about sad events

(lesson 52).• Learners read and listen to the story, do a comprehension

exercise, study the useful expressions and finally practise the story in pairs or groups

• The engaging story provides an ongoing context which students can relate to The story characters also occasionally appear elsewhere in the course, to introduce new language in interactive contexts

Each cycle of 4 lessons has two sub-sections, Pronunciation and English in the world These are integrated into the material, in

the most relevant lessons for the teaching point

Pronunciation

• This focuses on important aspects of English pronunciation

that students often find difficult, such as word stress (lessons 3, 5, 33) and past participles (lesson 77)

• There is also an introduction to the phonemic alphabet and to

sounds that cause problems, such as schwa /@/ (lesson 17) or

/s/ and /z/ (lesson 57).

English in the world

• This features aspects of English-speaking culture A wide range

of topics are covered, such as foreign words in English (lesson 16), working hours (lesson 35), and medical signs (lesson 47).

• The topics are drawn from aspects of life in English-speaking countries, and the main aim is to encourage learners to think and talk about their own culture and language in comparison

Additional Student’s Book resources

The Student’s Book also has a set of essential learning resources at the back of the book:

• There is one Review for every two cycles of 4 lessons, i.e evey

8 lessons, with exercises on all four lesson types

• Wordlists, containing all of the essential vocabulary to learn,

together with phonemic transcriptions

• Audio scripts for quick checking and revision of listenings and

drills done in class

• An Irregular verb list, covering all of the essential verbs for a

particular level of English for Life

• A Pronunciation chart with all of the sounds of English for

• There is no distracting new language work

• Practise and learn boxes give students an opportunity to

personalize and memorize language they can use in the world outside the classroom

• A short review exercise every four lessons allows students to assess their own progress

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• For students’ computers there are interactive ‘listen-and-do’ exercises for every lesson of the Student’s Book.

• For students’ CD players there are audio models for practising all of the Pronunciation areas from the Student’s Book.• Additional learning resources include: a list of the ‘can do’

statements from the Student’s Book to help students assess their progress, a learning record for each component of the course for each level, and an attractive ‘bookmark’ with space for students to record new words and their translation

• A customizable Test CD with tests as Word documents or as downloadable PDFs There are 20 progress tests and a mid-course and end-of-course test

Website

English for Life has a website for teachers, and one for students

Visit www.oup.com/elt/englishforlife, and you’ll find a wide range of materials and activities

For teachers:• customizable tests• assessment records for your students

• guidance on English for Life and the CEF• wordlists and English for Life syllabus documents

• links to the world of Oxford online resources for learning English.For students:

• separate customizable revision tests• interactive extension activities based on the That’s Life! story • individual learning records

• interactive language games

Teaching with English for LifeGeneral points

The lessons in English for Life have been designed to make

teaching simple, effective and enjoyable

• Each lesson in the Teacher’s Book has a clear objective, given

at the top of the page, e.g.Students learn a lexical set of countries and nationalities and say where people are from.(Vocabulary lesson)

• Each lesson is accompanied by short and simple procedural notes which aim to help teachers make the most of the

material These notes should be particularly supportive for those teachers who are just embarking on a career in TEFL, or who may be teaching their first elementary-level class The

notes explain what to do and say at each stage of the lesson

For example, where teachers are expected to ask questions,

elicit language, give an instruction, or write something, this is highlighted in bold e.g

Write: My name is on the board

Elicit: He likes chocolate.Ask: How many names can you find in the text?Say: I live in a flat.

• Specific language notes are given in boxes These raise

awareness of specific problems students might have with grammar and vocabulary, or draw students’ attention to the differences between languages, including American and British English It is important to encourage students to think about how their language might affect the way they speak English

• Answer keys and key audio scripts are provided in the notes

next to each corresponding Student’s Book page This makes cross-reference whilst preparing and teaching very easy

• Drilling is a very useful technique to help build students’

confidence with new language Throughout English for Life, it is

suggested that you drill as a whole class and individually Here are some tips for successful drilling:

1 Provide a clear model at the start using either the audio or yourself if you prefer Allow students sufficient ‘listening time’ before they repeat Say the item two or three times if necessary

2 Do a class drill (choral drilling) first Ask students to repeat the items as a group at the same time Give short, simple

commands: Everyone, Together, Again Use hand gestures like a

conductor of an orchestra to keep everyone together in a brisk rhythm Be enthusiastic and keep up the pace – drilling can be a lot of fun if done with confidence and in a good spirit.3 Select a few individuals to say the items (individual drilling) and give appropriate correction This is a good time for all students to listen to the correction being given Offer lots of praise and the opportunity for individual students to ‘have another go’ after correction

The Vocabulary lessons

• The ‘picture dictionary’ approach to vocabulary presentations makes the meaning clear Each picture is directly labelled with the appropriate word / phrase

• Students may well already know some of the words to be learned Therefore, before students open their books, encourage them to supply any words they know on the topic.• Use the Class Cassette / CD to present and practise the

pronunciation of the new words Drill each word by playing the audio or saying the word and then encouraging the students to repeat the words together and individually Do this as many times as necessary, until students feel confident

• Check the meaning and pronunciation of any useful new words which aren’t pictured; use translation when you feel it is appropriate Some lessons may require additional vocabulary for the practice stages These are listed in the teacher’s notes.• Encourage students to contribute additional words to the

vocabulary area, particularly any that might be useful to their own life or job

• Encourage students to keep all of their vocabulary work in a separate notebook

• Use the wordlists at the back of the Student’s Book to revise the new vocabulary Test the students on both meaning and pronunciation

The Grammar lessons

• Use the Grammar lesson presentation dialogue to drill the new language, until students are confident with the form Students can drill as a whole class, or in pairs, changing roles in the dialogue

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10• Study the rules table and any Language note boxes as a class

Use translation to explain or check the meaning, when you feel it is appropriate Encourage students to write down information that they should learn

• It’s often useful to copy the tables onto the board They can then be referred to during the lesson to clarify or explain.• Work through the examples for each of the exercises on the board

Use the Class Cassette / CD to check answers You may want to repeat the correct forms, to give students further practice

The Skills lessons

• As a general rule, don’t be afraid to go through texts, dialogues, listenings, etc several times Repetition is a very effective means of learning and it’s very important that students understand something as fully as possible before moving on Students will be greatly reassured by this

Reading and Listening

• Pre-teach or elicit any necessary vocabulary The teacher’s notes will point out any new words that are needed.• Use the pictures and the general first task to help students to

get a good idea of the general meaning of the text and a good awareness of the context / setting for the reading or listening text Exploit the pictures for additional information, eliciting details where helpful

• Listen to the text as a class For readings, listen and read at the same time

• Go through the text at least twice, with students working alone For listenings, students should listen at least three times, as this will improve their confidence

• Encourage students to focus on the keywords and the meaning of the text, rather than on every individual word

• Discourage students from using dictionaries or worrying about unknown words in the text until they have read / listened to the whole text at least once

• As students become better readers and listeners, encourage them to find the parts of texts which contain the information they need to answer the comprehension tasks For listenings, go through the audio scripts with the class if necessary

Speaking and Writing

• Clarify what students have to do before they start Use the board, if necessary, to help with instructions

• Encourage students to make notes, working alone or in pairs, before they start the task

• Go through their notes as a class List ideas or useful language on the board

• In a Skills lesson, refer students back to the text, to give them a model to work from

• When necessary, establish a basic pattern for the writing or speaking on the board

• When students have completed a task, ask one or two to read out their work, or repeat their dialogue, for all of the class Point out where they have successfully used new language, to give them confidence, and focus the class on what they have learned

• Make a note of any errors that you feel need to be corrected, and deal with these later if possible

• Whilst we need to encourage students to use the language fluently, don’t be afraid to insist on accuracy, especially where inaccurate usage makes comprehension difficult There’s no point in students saying something fluently if their pronunciation, for example, means that people can’t understand what they are saying

• Encourage students to learn spoken dialogues by heart and get them to perform the dialogues in front of the class This will increase their confidence in using the language

The Pronunciation sections

• Give students as much exposure as you can to a new pronunciation point by modelling the sounds yourself, as well as playing the Class Cassette / CD

• Drill the point as a class, and individually Ask students to drill each other in pairs and test each other

• Encourage students to: think about how sounds are made, with the mouth, lips, and teeth; clap the rhythm for sentence stress; show how intonation moves up and down with their hands.• Ask students to spend five minutes every day repeating new

words and problematic sounds in their own time, for example on the way to work, or first thing in the morning

The English in the world sections

• Focus students carefully on any photos / illustrations in the Student’s Book and encourage them to tell you what they see.• Encourage pair / group discussion for this part of the lesson so

that the discussion is productive.• Where aspects of the English language are presented, ask

students to translate into their own languages for comparison.• If you have a multi-lingual class, get as many comparisons as

you can with what is presented in the Student’s Book.• Ask students to draw aspects of their own cultural lives to

support their verbal comparisons

Vocabulary Activities Games

Bingo (lessons 8, 50, 78)

Prepare a list of vocabulary that you want to revise Go through the items to check that students understand and know how to pronounce each one

Ask students to draw a 4 x 4 grid and to write 16 words, one in each square

Call out words at random If students have an item in their grid, they cross it off

The winner is the first person to cross off four items in a row (across, down, or diagonally) and shout ‘Bingo’

Guess What (lesson 77)

Write out a selection of activities or words that students have

learned on pieces of paper e.g run a marathon, drive a car, write

a letter, read a newspaper, drink a hot coffee, etc Place the papers

in a pile at the front of the class.Put students in A/B teams One student from team A comes to the front and picks up a piece of paper, then mimes the activity The first team has 30 seconds to guess the activity or word (Note that if you have written a phrase, students have to guess the whole phrase.) Award a point for a correct guess If the first team doesn’t guess correctly, ask the other team Stick to the time limit for each phrase to keep the game moving quickly and students involved

Hangman (lesson 2, 23, 62)

Choose a word, e.g Japan Put five dashes on the

board, one for each letter: _ _ _ _ _.Students take it in turn to call out letters that they think might be in the word If they call out a correct letter, write this in the appropriate

place, e.g _ a _ a _ If they call out an incorrect

letter, draw a piece of the hangman Students have to guess the word before the hangman is completed

Sentence Hangman (lesson 24)

Follow the instructions for Hangman (see above) but use sentences or a short text instead of single words Each dash

represents a word in the sentence or text

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11The activities suggested here are for picture flashcards but you can also make flashcards with words on, either written out normally or as phonemics, and adapt the activities accordingly.

Drilling

Hold up each picture Elicit the target vocabulary and check pronunciation Drill each vocabulary item as a class and individually.An alternative to this is a ‘disappearing drill’ Stick flashcards in a line on the board Elicit and drill each word then remove the first card Students say the words in order again, including the missing item Continue until all of the cards have been removed and students have to say all of the words from memory

Listening and identifying words

Give each student a flashcard.Say a word The student with the matching flashcard holds it up You could also organize this as a board race: Stick flashcards on the board Put students in two teams Call out a word One runner from each team races to collect the matching flashcard The team with the most cards at the end is the winner

Organizing words

Mix up flashcards for four different topics and arrange them on the board

Put students in teams Give them one topic each, e.g transport,

food, classroom items, free-time activities Tell them to run to the

board and collect the words which are connected to their topic Alternatively, use this as a spelling check Put students in groups and tell them to look at the flashcards and write the words in topic groups

Putting words in order / Revising the alphabet

Select a mixture of vocabulary / vocabulary topics Give each student a flashcard Tell them to think about how their item is spelt and then organize themselves in a line in

alphabetical order, e.g bag, book, bridge, cake, cat, chicken

Go through the words and the spellings together

Spelling game

Put students in teams Hold up a flashcard The first team to say the word has to spell it If they spell it correctly, they win the word

Spotting the odd one out

Stick a row of five or six flashcards on the board All but one should be connected by topic

Ask students to guess which is the odd one out and say why For

example if your words are bus, taxi, train, plane, bicycle the odd one out might be bicycle (the only one without an engine), or

plane (the only one with wings) Accept any logical answers.

You can also play this game with:

• words beginning (or ending) with the same letter, e.g house,

hand, hamburger, hair, apple Choose letters that your students

regularly misspell

• words with the same sound, e.g plural endings: pens, cards,

apples, keys, watches.

Put students into two teams Teams take it in turns to call out a word If the word occurs in one of the sentences, write it in the correct place, and give the team a point

Continue until the text is complete

Noughts and Crosses (lessons 30, 42, 72)

Draw a 3 x 3 grid on the board and write a word in each square Divide students into two teams – ‘noughts’ (O) and ‘crosses’ (X) Teams take it in turns to choose a square and make up a sentence using the word or phrase in that square If the sentence is correct, put a nought or a cross symbol over the word in the square.The winner is the first team to get their symbol in three squares in a row (down, across, or diagonally)

Spelling Lines (lesson 71)

Write a list of words that students have learned, e.g mountain,

hill, river, ocean, desert, cliff, field, island.

Arrange students in two rows – A and B Say a word The first person in Team A says the first letter of the word, the next person says the second letter They continue, along the row, to the end of the word If a team makes a mistake the other team has a chance to finish the word and win the point

Vocabulary Snap (lessons 37, 61, 75)

Prepare a list of collocations or phrases to revise, e.g play

football, Good morning.

Write half of each collocation or phrase on separate pieces of paper Use thick paper or card so the writing cannot be seen from the back Arrange the pieces of paper face down on a table Put students in two teams Each team takes it in turn to turn over two pieces of paper If they turn over a matching pair of words, they keep the two pieces of paper If the words don’t match, they replace the pieces of paper

The team with the most pairs at the end of the game is the winner

Whiteboard Scrabble (lessons 55, 69)

Choose a vocabulary topic to revise, e.g food Write a word, e.g

chicken in large letters on the board

Divide students into two teams Teams take it in turns to add other

words to the board using one of the letters from chicken, for example they might use the c to add cheese, or the i to add ice cream Teams score a point for each letter in their words, e.g cheese = 6 points, ice cream = 8 points The winning team is the one with

the most points

Word Snake (lessons 5, 14, 26, 33)

Prepare a group of words to revise Write out the words with no

spaces or punctuation, e.g sitpaintplayhaverun.

Make copies for students to work in small groups (or write the word snake on the board) Groups compete to find as many words as possible in the word snake

Whispers (lesson 16)

Prepare a list of sentences to practise.Arrange students in two lines Whisper a sentence to the students

at the front of each line, e.g I went shopping with my mother on

Saturday The students then whisper the sentence to his / her

neighbour When the sentence reaches the last student he / she writes what they heard on the board

To keep students interested, wait until the first sentence has reached the middle of the line and give the next sentence so there are two or more sentences travelling down the lines

Using fl ashcards

Flashcards are large pictures showing key vocabulary items Preparing flashcards can be time-consuming so it’s a good idea to use good quality card and, if possible, to laminate your cards so they can be reused

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Colin Hi I’m Colin.Marie Pleased to meet you, Colin My name’s Marie.

Colin Nice to meet you, too, Marie What do you do?Marie I’m a doctor What about you?

Colin I work for an advertising company.Marie Oh, that’s interesting.

b Practise the conversation with a partner.2 Read the language note Study the rules on page 103.

Language note What do you do?

I’m a student / an engineer.I work in a shop / for an advertising company

3aYour life Study the rules on possessive adjectives on page 103 Introduce yourself to other students.

b Ask and answer about the students.

A Who’s that? A Who’s that? B Her name’s Monika B His name’s Omar.

She’s a secretary He works in a bank.

N O P Q R S T U V W X Y Z

Marie Hello My name’s Marie Casson.Man Sorry What’s your surname again?Marie It’s Casson.

Man How do you spell that, please?Marie It’s C-A-double-S-O-N.

Man Oh, yes Here’s your badge.Marie Thank you.

7Your life Practise the conversation in exercise 5 Use your own name.

Hello, I’m Colin Blake.

NOT Hello, I’m Blake.OR Hello, I’m Mr Blake

Student’s Book p.1

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Warm-up

• Arrange the class in a circle Say your name The student on your left says your name and his / her name The next student says your name, the name of the first student, and his / her name, e.g

Teacher Anna

Student 1 Anna, GiorgioStudent 2 Anna, Giorgio, Kamel

1a • Elicit / Teach: conference, advertising company.

• Ask questions about the picture, e.g Who can you see?

Where are they?

• Focus on the text Point to your ear and then to the text

Say: Read and listen Play audio 1.1 .• Drill each line as a class then individually Check intonation

and pronunciation

b • Ask two students to read the conversation Check

pronunciation.• Put students in pairs to practise the conversation Monitor

2 • Focus on the Language note Write: a student, an engineer

on the board Elicit more occupations and write them on

the board Point to each one Ask: ‘a’ or ‘an’? Drill each

occupation with the article, e.g a nurse, an engineer Check pronunciation of a (this is a weak form /@/) Tell students

to look at the rules on Student’s Book page 103 • Write: I work in a shop I work for an advertising company

on the board Elicit / Explain that we use in with a place and

for with a company.

3a Your life

• Write: I’m a teacher on the board Ask students to write a

sentence about their occupation

• Nominate individual students Ask: What do you do,

(Manolo)? Write the jobs on the board Drill new words and

check comprehension.• Nominate individual students to say a sentence about

where they work using I work in / for … Write the places / companies on the board.

• Tell students to move around the classroom and introduce themselves to people Monitor

b • Focus on the pictures Drill each line as a class then

individually Tell students to look at the rules on Student’s Book page 103

• Ask individual students to tell the class about one of the

people they spoke to in exercise 3a.

• Put students in pairs to ask and answer questions about the other members of the class Monitor

4 • Focus on the alphabet Play audio 1.2 for students to listen and repeat

• Drill the alphabet as a chain Say: A, point to a student and

elicit B, etc Repeat the chain backwards If your students

are not used to Roman script, provide extra practice by writing the letters of the alphabet in upper and lower case on the board and drilling the letters out of order

5 • Elicit / Teach: registration, badge

• Ask questions about the picture, e.g Who can you see?

Where is Marie? What is she doing?

• Play audio 1.3 for students to read and listen.• Drill each line as a class then individually • Write: Casson on the board Point to the double letter Ask:

What’s this? Elicit: double ‘s’.

6 • Focus on the names Drill each one Tell students to listen and write the surnames Play audio 1.4

• Go through the answers as a class Ask individual students to spell the first name and surname of each person

Kanu, Winfi eld, Chagga

Audio script 1.4

1 Man 1 Hello My name’s Imran Kanu Man 2 Sorry What’s your last name again? Man 1 It’s Kanu.

Man 2 How do you spell that? Man 1 It’s K-A-N-U.

Man 2 Oh yes, thank you Here’s your badge Man 1 Thank you.

2 Woman Hello My name’s Emily Winfi eld.

Man Sorry Can you repeat your last name again, please?Woman It’s Winfi eld.

Man How do you spell that?Woman It’s W-I-N-F-I-E-L-D.

Man Oh yes, thank you Here’s your badge.Woman Thank you.

3 Man 1 Hello My name’s Nelson Chagga.Man 2 Sorry What’s your last name again?Man 1 It’s Chagga.

Man 2 How do you spell that?Man 1 It’s C-H-A-double-G-A.Man 2 Oh yes, here you are Here’s your badge.Man 1 Thank you.

In some countries surnames have suffixes which tell you whether the person is male or female This doesn’t happen in English, so ‘A Manson’ could be female or male

7 Your life

• Ask students to spell their first name and surname Write the letters on the board so students can check they have said the correct letters

• Focus on the text in exercise 5 Nominate a student to read

the part of the man Read Marie’s part yourself but use your

own name, e.g Hello My name’s (Mark Jones).

• Put students in pairs to practise Monitor.• Ask different pairs of students to read their conversation to

the class Check pronunciation

• Focus on the text Write: Hello, I’m (Mark) on the board

Introduce yourself using your first name Ask different students to introduce themselves using their first name

• Repeat with your first name and your surname Tell students to stand up and move around introducing themselves to other members of the class Monitor

• Focus students’ attention on the can do statement: Now I can

introduce myself and spell my name.

Follow-up

• Write some of the names and words from the lesson on pieces

of paper in upper and lower case, e.g meet, music, nice, NAME, double, badge, BANK, etc Prepare one word for each student

• Hand out the pieces of paper and tell students to look at their words and arrange themselves in alphabetical order Ask each student to hold up their word and say it Check pronunciation

Resource activity pages 174 and 254

Students learn how to introduce themselves and practise spelling.

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• Arrange the class in a circle Introduce yourself to the student on your left, e.g

Teacher Hi I’m (Maria)

Student 1 Pleased to meet you, Maria My name’s (Samir)

Teacher Nice to meet you, too, Samir.

• The student on your left introduces him / herself to the next student, and so on If you have a large class, start another chain with the student on your right

1a • Focus on the picture Tell students to cover the words Ask them if they can name any of the items

• Go through the words in the box Drill each item as a class and individually Point to items in the classroom or in the

picture Ask: What’s this? Elicit the names of the items in

the box.• Point to the words and gaps above the picture Tell students

to write the words from the box in the correct place

b • Play audio 2.1 for students to listen and check.• Play the audio again for students to listen and repeat.• Drill each item as a class then individually Check intonation

• Drill the new words and check comprehension

3 • Focus on the table Play audio 2.2 for students to listen and repeat

• Drill the singular and plural forms Check pronunciation of s

in regular plurals.• Tell students to cover the table Say words from the table at

random to elicit the plural form, e.g Say: man Elicit: men.

• Tell students to look at the table on Student’s Book page 103 • Write: umbrella on the board Elicit the plural form

(umbrellas) Repeat with a selection of words from exercise 1.

The plural s is not usually a problem for students whose language uses s to make plural forms, though they may

have problems with irregular plurals or forget to use

es with words ending ch, sh, etc However, speakers of

languages such as Arabic, where plurals are often formed

by changing the word itself, may forget to add s in

English

4 • Do the example together Play the first item on audio

2.3 Students hear a desk, make the plural with three, then

listen and repeat • Play the rest of the audio

Audioscript 2.3

1 a desk – three desks 4 a badge – three badges2 a woman – three women 5 a person – three people 3 a window – three windows 6 a box – three boxes

5 • Focus on the pictures Drill each question and answer

TEACHER’S NOTESLESSON 2Students learn and practise singular and plural nouns.

• Elicit / Teach that we usually use this / these for things that are close to us and that / those for things that aren’t Hold

up two pens Say: these Hold up / point to different things

in the classroom to elicit this, that, these, those.

• Nominate a student Hold up your pen Ask: What’s this

(Omer)? Elicit: It’s a pen Practise with different classroom

objects to elicit It’s a … / They’re ….

• Put students in pairs Say: Ask and answer questions about

things in the classroom Monitor.

6a • Play the first conversation on audio 2.4 for students to read and listen

• Drill each line as a class and individually.• Repeat with each conversation

• Nominate pairs of students to read a conversation to the class Check pronunciation

• Put students in pairs to practise

b • Ask: What does ‘notebook’ mean? Elicit: It means ‘a thing we

write in’ Repeat with other items from exercise 1, helping

students with vocabulary

• Ask students how to say things in their language, e.g How

do you say ‘Hello’ in Spanish? Use words and expressions that

students have learned in class, e.g name, pleased to meet

you, pen.

• Write: window on the board Ask: How do you say this word?

Elicit: /"wInd@U/ Practise with other items from the lesson.

• Ask: How do you spell ‘pencil’? Elicit: P-E-N-C-I-L Practise

with different items.• Put students in pairs to practise together Monitor and

check pronunciation

7 Your life

• Write the names of three items in the classroom on the

board, e.g ten pens, a desk, two computers

• Point to the items Ask: What’s a (pen)? to elicit sentences,

e.g It’s a thing you write with.

• Say: Make a list of things in the classroom Monitor.

• Put students in pairs to compare their lists Ask individual students to read out some of the items on their list Ask

questions about the items, e.g What’s a (notebook)? to elicit sentences, e.g It’s a thing you write in.

• Focus students’ attention on the can do statement: Now I

can name things in my classroom.

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GRAMMAR

Singular and plural

2

1a Write these words in the correct places

a bag a door a desk a book a computer a pen

2 What other things in your classroom can you name?

+ -s /Iz/

Singular

a booka boxa badge

three men

twowomen

twopeople

three children

1 a desk three desks

5 Ask and answer about things in your classroom.

A What’s this?B It’s a notebook.

What does ‘French’ mean?

How do you say ‘Bienvenido’ in English?

You say ‘Welcome’.It means ‘from France’

How do you say this word?

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b Listen and check.6 Work with a partner Make the conversations.

A Excuse me Where’s the meeting for new students,

please?

B It’s in Room 42.A Room 42? Where’s that, please?B It’s on the fourth floor.

1a Complete the list of numbers Use these words.

sixteen forty five eighteen ninetwelve eighty three fourteen seven

2 Work in a group Count from 30 to 50.

thirty-one thirty-two thirty-three …

3a Say the numbers.

95 21 71 16 47 58

2 3.6 Listen Which word in each pair do you hear?

Room FloorMeeting for

new students

42 fourth

Yoga

English 1 Computers for

beginners

seventh eighth ninth

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Warm-up

• Divide the board into two columns with six rows Label the

columns team 1 and team 2 and number the rows 1–6.

• Put students in two teams Each team chooses one person to write on the board Teams have two minutes to call out classroom objects, which their ‘writer’ adds to their column Note that they cannot use objects which the other team has already written

• The winning team is the first team to write six correctly spelt words

1a • Tell students to cover the exercise Write the following numbers on the board: 0, 1, 2, 4, 6, 8, 10, 11, 13, 15,

17, 19 Point to the first number Elicit / Teach: zero / oh

Continue to nineteen Check pronunciation of teen.

• Repeat with 20, 30, 50, 60, 70, 90, 100 Check pronunciation

of ty.

• Focus on the numbers in the box Drill each one as a class then individually

• Ask students to complete the list of numbers

b • Play audio 3.1 for students to listen and check.• Play the audio again for students to listen and repeat

3 three 5 fi ve 7 seven 9 nine 12 twelve 14 fourteen 16 sixteen 18 eighteen 40 forty 80 eighty

2 • Put students in small groups to say the numbers as a chain

from 30 to 50, e.g S1: thirty, S2: thirty-one Monitor.

• Go through the numbers 30–50 as a class

3a • Focus on the numbers Drill each one as a class then individually Check pronunciation

• Write the numbers on the board Point to each one at random and elicit the number

b • Tell students to listen and write the numbers Play audio

3.2 twice • Go through the answers as a class Check pronunciation

4 • Elicit / Teach: lift / elevator, floor.

• Focus on the ordinal numbers Play audio 3.3 for students to listen and repeat

• Drill: It’s on the third floor as a class then individually

Repeat with each ordinal number

• Say numbers at random to elicit the ordinal, e.g Say: three Elicit: third.

• Put students in pairs to practise

5a • Focus on the picture Elicit / Teach: meeting, yoga, beginner.

• Ask: Where is the meeting for new students? What floor is

Room 42 on? Elicit: In Room 42 On the fourth floor.

• Play audio 3.4 twice for students to listen and complete the table

b • Play the audio again and go through the answers as a class

Yoga: 20, second English: 59, fi fth Computers for beginners: 11, fi rst

Man Thank you.

2 Woman Excuse me Where is the yoga class, please?

Receptionist It’s in Room 20.Woman Room 20?Receptionist Yes It’s on the second fl oor.

Woman Thank you.

3 Woman Excuse me Where is the English class, please?

Receptionist English 1 or English 2?Woman Oh, English 1.Receptionist English 1 is in Room 59.

Woman Room 59 Where’s that, please?Receptionist It’s on the fi fth fl oor.

Woman Thank you.

4 Man Excuse me Where is Computers for beginners,

please?

Receptionist It’s in Room 11.Man Room 7? Receptionist No, Room 11.

Man Oh Thank you Where is that, please?Receptionist It’s on the fi rst fl oor.

Woman Thank you.6 • Nominate two students to read out the example conversation

Check pronunciation Put students in pairs to practise

• Focus on the table in exercise 5a Say: Make conversations

about Yoga, English 1, and Computers for beginners Monitor.

• Nominate different pairs to read out their conversations Check pronunciation

Pronunciation1 • Elicit / Teach: syllable.

• Play audio 3.5 Write: thirteen on the board Model the

pronunciation by pointing to each syllable as you speak

Ask: Is the stress on the first or second syllable? Elicit: the

second syllable and mark this Repeat with thirty, making

sure students can hear the difference

2 • Drill the pairs of numbers individually then as a class.• Focus on the first pair of numbers Play the first item on

audio 3.6 Ask: thirteen or thirty? Elicit: thirty and write

this on the board so students can check.• Play the rest of the audio

thirty, fi fteen, sixty, seventeen, eighteen, ninety

can use numbers and ask about location.

Follow-up

• Dictate ten pairs of numbers Tell students to add up the two

numbers in each pair and write the total, e.g you say 24 and

31, students write 55.

TEACHER’S NOTESLESSON 3Students learn cardinal numbers 0–100 and ordinal numbers ( fi rst, second, etc.), and practise asking where things are.

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2 • Focus on the Everyday expressions Tell students to find

and underline them in the text • Play audio 4.2 for students to listen and repeat

• Elicit / Explain when to use Good morning (before 12 p.m.),

Good afternoon (between 12 p.m and 6 p.m.), Good evening (after 6 p.m.).

• Drill each expression as a class then individually

• Put students in pairs Say: Cover the text and write down

expressions for saying ‘hello’.

• Repeat with expressions for saying ‘goodbye’.

3 • Focus on the story Put students in groups Tell them to practise the conversation, each taking one part.• Give students an opportunity to practise all six roles

Monitor.• Ask one group to act out the story for the rest of the class

can say hello and goodbye.

Follow-up

• Prepare a list of words from Lessons 1 to 4 and mark the

number of syllables, e.g

1 syllable: badge, spell, desk, name, boss, wife 2 syllables: country, music, notebook, vowel, boyfriend, café 3 syllables: umbrella, company, computer, alphabet, Internet, magazine

• Put students in two teams Teams take it in turns to say if they want to spell a word with one, two, or three syllables A one-syllable word spelt correctly wins the team 1 point, two syllables wins 2 points, etc

Warm-up

• Dictate 12 numbers between 0 and 100 Go through the numbers, writing the figures on the board

• Put students in pairs Ask them to write out the numbers as

words, e.g twenty-one.

• Go through the numbers as a class Ask individual students to spell numbers

1a • Explain that students are going to read and listen to a story throughout the book In this lesson they meet some of the characters

• Play audio 4.1 to familiarize students with how the story develops and with the characters’ voices

• Elicit / Teach key vocabulary for each picture, e.g

picture 1: Internet café, Ireland, wife, shop, counter, sign,

unload

picture 2: street, mobilepicture 3: box, van, bosspicture 4: fix (a computer), offer, computer engineer,

Australia, boyfriend

picture 5: jog, office, USA, Singapore, magazine company

• Write the new words on the board and drill as a class and individually

• Tell students to cover the text Ask questions about the

pictures to check basic comprehension, e.g.

picture 1: Where is the man? What is he doing? What does the

sign say? What is the woman’s job?

picture 2: Where is the girl? What is she doing? picture 3: What is the man holding? Where is the van? picture 4: How many people are in the café? What are they

doing?

picture 5: What is the girl doing? Where is the man going?

• Play the audio again Ask questions about the text to check

comprehension, e.g

picture 1: What is the man’s first name? What’s his surname?

Is he from London? Where does he live? Is he married? What’s his wife’s name? Whose Internet café is this?

picture 2: What is the girl’s first name? picture 3: What’s Lucy’s surname? Is she a student? What

does she do? Who is Olive?

picture 4: Who is the man? What’s his surname? Is he English?

What does he do? Is he married? Who is his girlfriend?

picture 5: Who is the man? Where is he from? Where does he

work? Does he work with Sarah? What’s Sarah’s surname? Is Sarah from the USA? Does Sarah work?

b • Focus on the names Drill each name

• Put students in pairs Say: Read the text again and match

the first names with the surnames.

• Go over the answers as a class Ask individual students to spell the first names and surnames

1b 2d 3e 4d 5c 6a

TEACHER’S NOTESLESSON 4Students learn and practise expressions for saying hello and goodbye.

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ENGLISH FOR EVERYDAY LIFE

That’s Life! Episode 1

4

Now I can

say hello and goodbye.

✓4

b Match the first names with the surnames.

1 Jordan b

a Columbo2 Ryan

b Morris3 Sarah

c Patterson4 Cindy

d Gaskell5 Lucy

e Chen6 Peter

Everyday expressions

Saying hello and goodbye

Good morning Goodbye.Good afternoon Bye.Good evening See you (later)

3 Work in a group Practise the story.

Sarah Hello, Peter Peter Hi, Sarah How are you? Sarah I’m fi ne, thanks And you? Peter Fine.

Sarah OK See you later Peter Yes, bye.

Cindy Tea, Jordan? Jordan Yes please, Cindy Cindy Here you are Jordan Thanks very much.

Ryan Good morning, Lucy.

Lucy Oh, hi, Ryan RING RING Oh,

My name’s Ryan Gaskell I’m from Ireland, but I live in London with my wife, Cindy This is our Internet café

Her name’s Lucy Patterson She’s a secretary Olive’s her boss

Hello, Olive Yes, I’m on my way now

Their names are Peter Columbo and Sarah Chen Peter’s from the USA He works for a magazine company Sarah’s a student She’s from Singapore

19

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Language note Countries

start with capital letters.

I’m from Holland I’m Dutch I speak Dutch

2 Most countries have no article.

I’m from France NOT I’m from the France

BUT we say:

the Czech Republic, the USA

I’m from Italy.Where are you from?

She’s Italian

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2 Woman Hello My name’s Ivana.

Man Nice to meet you, Ivana I’m José Where are you

4 Woman Hello My name’s Maria.

Man Nice to meet you, Maria I’m Bill Where are you from?Woman I’m from Italy And you?

Man I’m from Australia.

• Focus on the Language note and read the example together

Ask: When do we use a capital letter? Elicit: at the beginning

of a sentence Note that we also use capital letters for

people’s names, for countries, and cities Repeat with full

stops to elicit that we use these at the end of a sentence.

4 • Elicit / Teach: famous, alive, dead Focus on the pictures

Check that students recognize the people

• Drill each sentence Write: Madonna is American on the board Point to is Ask: Is Madonna alive or dead? Elicit: She’s alive Repeat with Che Guevara was Argentinian Elicit: He’s dead

• Ask students to name two famous people Elicit sentences

about their nationality using is or was and write them on

• Focus on the first question and drill it as a class and

individually Ask: Where are you from, (Hans)? Elicit: I’m

from (Germany) Repeat with each question.

• Tell students to read the questions and write answers for themselves

• Ask students to move around, asking and answering the questions Monitor

Pronunciation a • Play audio 5.4 Write: Australia / Australian on the board

Model the pronunciation of each word by pointing to each

syllable Ask: Where is the stress? Elicit: On the second

syllable and mark this on both words.

• Repeat with China / Chinese to elicit that the stress is on the first syllable in China and the second in Chinese.

• Play the audio again for students to underline the stress

1 Australia / Australian 2 China / Chinese 3 Britain / British4 Hungary / Hungarian 5 Poland / Polish 6 Italy / Italian7 America / American 8 Canada / Canadian

b • Play the audio again for students to listen and repeat • Focus students’ attention on the can do statement: Now I

can give someone’s nationality.

Follow-up

• Write out countries and nationalities on the board but leave

a gap for each vowel, e.g H _ n g _ r y, P _ l _ s h.

• Put students in pairs Tell them to write the missing vowels in each word Give them a time limit

TEACHER’S NOTESLESSON 5Students learn a lexical set of countries and nationalities and say where people are from.Warm-up

• Make Word Snakes (see page 11) of the questions and

answers in lesson 2 exercise 6, e.g

whatdoesfrenchmeanitmeansfromfrance.

• Put students in groups to unscramble the questions and answers, rewrite them with the correct punctuation, and then practise them

1 • Elicit / Teach: country, flag, nationality, language.

• Play audio 5.1 all the way through

• Write: Her country is , Her nationality is Point to

the first gap Ask: What’s this? Elicit: Italy Repeat with the

second gap to elicit Italian Play the first three lines of the

audio for students to listen and repeat

• Drill each line of the conversation as a class and individually

• Focus on the countries and nationalities Play the rest of the audio for students to listen and repeat

• Drill each item as a class and individually Tell students to cover the countries Say nationalities to elicit countries, e.g

Say: Spanish, Elicit: Spain Repeat with nationalities covered.

• Put students in pairs to practise Monitor

• Focus on part 1 of the Language note Drill the sentences • Make a sentence about yourself, e.g Say: I’m from (Britain)

I’m British I speak English.

• Nominate individual students to make similar sentences

using countries and nationalities from the list, e.g I’m from

Argentina I’m Argentinian I speak Spanish.

• Read through part 2 Write: I’m from Poland I’m from Czech

Republic Put a cross next to the second sentence to show it

is incorrect Elicit that the Czech Republic needs a definite

article (other examples are the USA, the UK, the Netherlands)

2 • Play the first item on audio 5.2 Students hear He’s from

China, say the nationality, then listen and repeat.

• Play the rest of the audio

1 He’s from China 4 She’s from France.He’s Chinese She’s French.2 She’s from Brazil 5 He’s from Holland

She’s Brazilian He’s Dutch.3 He’s from the USA 6 She’s from Poland

He’s American She’s Polish

In some languages adjectives describing nationality have two forms, masculine and feminine In English there is only one form, used with both male and female nouns,

e.g He/ She is Spanish.

3 • Write: Hiroko is on the board Point to the gap

Say: Listen What is Hiroko’s nationality? Play the first

conversation on audio 5.3 Elicit: Hiroko is Japanese

• Tell students to listen and complete the gaps

• Go through the answers as a class

1 Japanese, Spanish 2 American, Brazilian 3 British, Russian 4 Italian, Australian

1 Woman Hi I’m Hiroko I’m from Japan.

Man Pleased to meet you, Hiroko My name’s Pedro I’m

from Spain

Woman Nice to meet you, too, Pedro.

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• Revise countries and nationalities with a board dash Divide

the board into four columns headed ian, ish, ese, other.

• Put students in two teams Call out a country from lesson 5,

e.g Spain Students run to the board to write the nationality

in the correct column The first team to write the word correctly wins a point

• Go through the answers as a class, eliciting the countries Check pronunciation

1a • Tell students to cover the text Ask questions about the

picture, e.g Who can you see? Where are they?

• Elicit / Teach: office, there, here, Brussels, today, assistant,

conference, guy, Marketing, unfortunately.

• Play audio 6.1 for students to read and listen.• Ask questions about the text to check comprehension,

e.g Where is Paul Smith? Why are Paul and his assistant in

Brussels? Where does Tim work?

• Drill each sentence as a class

b • Focus on the text Put students in groups of three Tell them to practise the conversation, each taking one part.• Give students an opportunity to play all three roles Monitor.• Ask one group to act out the text for the rest of the class

2 • Focus on the table Drill the examples as a class and individually Check pronunciation

• Go through the rules on Student’s Book page 103 • Write: ’m on the board Ask: What’s this? Elicit: am Repeat

with each short form (’s, isn’t, ’re, aren’t) to elicit the full forms (is, is not, are, are not).

• Write: They’s from Italy She is in Brussels not We arn’t at

work on the board Put a cross next to each sentence to

show they are incorrect Ask students to correct them Elicit:

They’re from Italy She isn’t in Brussels We aren’t at work

3 • Do the examples together Play the first item on audio 6.2

Students hear They’re in Paris, say the negative, then listen

and repeat Do the same with the second example.• Play the rest of the audio

1 They’re in Paris 4 She’s Russian.They aren’t in Paris She isn’t Russian.2 I’m his assistant 5 We’re in Room 10

I’m not his assistant We aren’t in Room 10.3 He’s at a conference 6 This is my offi ce

He isn’t at a conference This isn’t my offi ce

Students might have problems with the verb to be if their

own language doesn’t have an equivalent, e.g Arabic or Turkish, or if it exists in their language but is rarely used, e.g Vietnamese

4 • Focus on the table Drill the examples as a class and individually Check pronunciation

• Focus on the rules on Student’s Book page 104 • Write: They here? You student? on the board Put a cross

next to the questions to show they are incorrect Ask

students to correct them Repeat with Yes, I’m Yes, we’re

Remind students not to use contracted forms in short answers

TEACHER’S NOTESLESSON 6Students learn and practise the verb to be.

5 • Do the example together Play the first item on audio 6.3

Students hear You’re new here, make a question, then listen

and repeat.• Play the rest of the audio

1 You’re new here 4 He’s her boyfriend.Are you new here? Is he her boyfriend?2 She’s on holiday 5 It’s on the fi rst fl oor

Is she on holiday? Is it on the fi rst fl oor?3 They’re in a meeting 6 They’re from Poland

Are they in a meeting? Are they from Poland?

6a • Focus on the conversations Elicit / Teach: mobile, seat, free,

• Focus on the cues Elicit / Teach key vocabulary, e.g young,

old, film star

• Put students in pairs Say: Write questions using the cues

• Go through the questions as a class Check pronunciation.• Think of a famous person that your students will recognize

Tell students to ask you questions to find out who the person is Note that for a mixed nationality class you could elicit a list of famous people that everyone recognizes and use these people in the game

• Play the game as a class until your students are confident

• Put students in pairs Say: Play the game together Monitor.• Focus students’ attention on the can do statement: Now I

can say who and where people are.

• Go over the paragraph as a class.• Write the names of three famous people on the board,

including the one described in the dictation, e.g Tom Cruise,

Jennifer Lopez, David Beckham Ask students to guess which

person you were talking about (The example paragraph is about David Beckham.)

22

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GRAMMAR

to be

6

Tim Hi Is this Paul Smith’s offi ce?

LucyNo, it isn’t. His offi ce is over there, but he isn’t here today He’s in Brussels

Tim What about his assistant?Lucy No, she’s in Brussels, too They’re at a conference

LucyAre you the new guy in Marketing?

TimYes, I am. And you’re … ?

Olive Lucy!Lucy Yes, Olive … That’s my boss, Olive Green

b Practise the conversation with a partner.2 Read the examples Study the rules on page 103.

to be :statements

I’m Paul Smith I’m not from Spain

He’s in Brussels She isn’t here

We’re at a conference They aren’t at work

1 They’re in Paris. They aren’t in Paris.

2 I’m his assistant I’m not his assistant.

4 Read the examples Study the rules on page 104.

to be:questions and short answers

Are you new here? Yes, I am

No, I’m not.

NOT Yes, I’m

Is this his office? Yes, it is

No, it isn’t.

NOT Yes, it’s

1 You’re new here

Are you new here?

6a Put in the correct verbs

1 A Are you Paul Smith’s assistant?

2 A this your mobile?

B No, it It Tim’s

3 A Oliver and Mike here today?

conference

and Abdul from Alexandria

5 A Excuse me this seat free?

b Practise the conversations with a partner.

7Your life Student A thinks of a famous person, Student B asks questions Use the cues.

a man / a woman? still alive?from … ? married? young / old?a film star / sportsperson / politician / singer? on TV?

A Is the person a man?B No, she isn’t.

A Is she still alive?B Yes, she is.

Now I can

say who and where people are.

✓6

Unfortunately, sheisn’t in Brussels See you

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repeat the headings on the form.

b Correct the mistakes.

Language note wh- questions with to beWh- questions have the same word order as yes / no

questions.

Is your name Teodor? (yes / no question)

What is your name? (wh- question)

Are you 36? (yes / no question)

How old are you? (wh- question)

3a Listen again Complete the clerk’s questions.

1 ’s your title?2 What your first name?3 What’s surname?4 do you spell that, please?5 How old you?

A What’s your title?B It’s Ms.

A And what’s your first name?B It’s Viola …

7

Titles

Men:Mr Brown

Women:Ms Brown OR Mrs Brown (married)

Ms Jones OR Miss Jones (not married)

In English-speaking countries, people don’t use titles a lot At work, people use first names People use titles in formal situations, e.g in a hotel, a bank, etc.

National Bank Application form Personal details

Marital status: single married separated divorced

Nice to meet you, Klaus

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• Put a large picture of a famous person on the board (use someone that students will recognize)

• Elicit as many details as possible about the person using

these cues on the board, e.g first name, surname, age,

nationality, married?, job, house?

1 • Elicit / Teach: customer, bank account, bank clerk, application

form.

picture, e.g How many people are there? Where are they?

• Focus on the headings on the form Play audio 7.1 for students to listen and repeat

• Drill the headings as a class and individually Check pronunciation

• Go through the personal details Elicit / Teach: Mr, Ms, Mrs,

Miss, male, female, single, married, separated, divorced, nurse.

• Ask students to cover the personal details and look at the headings Say personal details at random and nominate

students to tell you the correct heading, e.g Say: divorced Elicit: Marital status

• Repeat with the headings covered to elicit personal details.• Put students in pairs to practise Monitor

2a • Focus on the form in exercise 1 Tell students to listen and

find four mistakes • Play audio 7.2 twice

b • Tell students to correct the mistakes.• Go through the answers as a class If necessary play the

audio again, stopping after each mistake

He’s 35 He’s Polish He lives in Wickham Street His telephone number is 07213 893214

Audio script 7.2 Clerk First, I need some information for the form So,

what’s your title? Is it Mister?

Customer Yes, it is Clerk And what’s your fi rst name?

Customer It’s Teodor Clerk Is that T-H-E-O … ?

Customer No, it isn’t It’s T-E-O-D-O-R Teodor Clerk Thank you, and what’s your surname?

Customer It’s Makk Clerk How do you spell that, please?

Customer It’s M-A- double K Clerk M-A- double K Thank you How old are you, Mr Makk?

Customer I’m thirty-fi ve

Clerk OK And you’re male, of course Are you married?

Customer I’m divorced Clerk What’s your nationality? Customer I’m Polish.

Clerk OK And what do you do? Customer I‘m a nurse.

Clerk What’s your address?

Customer It’s 29 Wickham Street – That’s W-I-C-K-H-A-M

– Wickham Street, Bristol

Clerk And what’s the postcode? Customer It’s BS6 7PK

Clerk What’s your phone number? Customer It’s 07213 893214

Clerk And that’s a mobile number

Customer Yes, it is

Clerk And what about an email address?

Customer Yes It’s teomakk1, that’s T-E-O-M-A-K-K-1 at makk.net

Clerk OK Thank you Now which …

• Focus on the Language note Drill the examples as a class

and individually Check pronunciation • Write: Is your name Teodor? on the board Elicit possible

answers, e.g Yes, it is No, it isn’t Repeat for each question.

• Put students in pairs to practise asking and answering the questions Monitor

3a • Focus on the first heading on the form in exercise 1

(Title) Write: Mr on the board Ask: What’s the bank clerk’s question? Elicit: What’s your title? Play the first line of

audio 7.2 again to check

• Repeat with the second heading Elicit: What’s your first

name? and play the audio to check.

• Put students in pairs Say: Write the bank clerk’s questions

for each heading (Remind students that the bank clerk

doesn’t need to ask if Teodor is male or female because she can see him.) Monitor

• Play the rest of the audio, stopping after each question for students to check

b • Tell students to work individually and write their own answers to the questions

4 Your life

• Ask individual students questions about their details, e.g

What’s your title? How old are you? What’s your post code?

• Tell students to copy out the form headings Put students in pairs to interview each other as bank clerk and customer and complete the form Monitor

• Ask individual students to tell the class about the person they interviewed

• Write: I’m Mrs Ann Jones, I’m Mrs Jones on the board Put a

cross next to the first sentence to show it is incorrect Remind students that we don’t say the first name when we use a title

• Point to yourself Say: I’m (Mrs Jones) Point to a student Ask:

Who are you? Elicit the student’s title and surname Repeat with

different students

• Write: Good morning, Mr Kennedy on the board Ask: formal or

informal? Elicit: formal Repeat with an informal greeting, e.g

Hi, Sam.

• Elicit and write examples of formal and informal situations

in two columns on the board, e.g formal: hotel, bank, shop, informal: work, a party, the pub

• Nominate a student Tell them you are a hotel guest and he / she

is the receptionist Say: Good morning My name’s (Stefan Brun) Elicit: Good morning, (Mr Brun) Repeat with another example

from the list to elicit an example of an informal introduction

• Focus students’ attention on the can do statement Now I can

give and ask for personal information.

Follow-up• Write out the personal details cues from exercise 1 on

separate pieces of paper Prepare one for each student.• Hand out the pieces of paper Ask students to mingle and ask

a question using their cue, e.g First name – What’s your first

name? When students have asked and answered a question

tell them to exchange papers and find another person to talk to with their new question

TEACHER’S NOTESLESSON 7Students learn wh- questions with the verb to be and practise giving information about themselves.

25

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7 A What time is the train?

B It’s at half past seven.

8 A Is the shop open today?

B No, it’s closed on Sundays.5a • Focus on the Everyday expressions Go through each one

Elicit / Teach key vocabulary, e.g meeting, appointment.

• Go through the words in the box • Write: What is it today? on the board Point to the gap

Ask: What’s this? Elicit: day.

• Put students in pairs to complete the expressions

b • Play audio 8.4 for students to listen and check.• Play the audio again for students to listen and repeat.• Drill the expressions as a class and individually

day, the, What, When

• Focus on the Language note Drill the example sentences.

• Check comprehension Ask: What day is your English class? Elicit: It’s on (Monday) Ask: What time is your English class? Elicit: It’s at (three o’clock).

6 • Go through Sandy’s diary Elicit / Teach key vocabulary for

each day, e.g interview, conference, party, tennis match.

• Focus on the example dialogue Drill each sentence Elicit / Explain that when we’re talking about something that has already been mentioned, e.g an appointment or

a meeting, we often shorten What time / What day is the

appointment? to What time? / What day?

• Write: When’s the Marketing meeting? When’s your

appointment? on the board Underline the, your Explain

that we use the to talk about a particular meeting and

your or a person’s name because we’re talking about their

appointment Ask students to read Sandy’s diary and find

other examples when we would use the, your, or a name

Elicit: the computer class, the conference, your interview,

Jack’s party Note that tennis match could be either, but

we would usually use the when talking about a match that

someone is watching rather than playing in

• Ask questions about Sandy’s diary, e.g What day is her

appointment at the doctor’s? What time is her computer class?

to elicit sentences with at and on.

• Put students in A / B pairs Student B is Sandy Tell them to ask and answer questions about Sandy’s week Give both students the opportunity to act the role of Sandy Monitor

can talk about days and times.

Resource activity pages 181 and 257Review and Wordlists Lessons 1–8Student’s Book pages 83–84

1 • Elicit / Teach: time, clock.

• Focus on the pictures Play audio 8.1 for students to listen and repeat the times

• Drill each item as a class and individually Check pronunciation

of o in o’clock and to They are both weak forms (/@/).

• Tell students to cover the text and look at the pictures

Nominate a student Ask: What’s number 3, (Omer)? Elicit:

ten past eleven Repeat with different times

2 • Focus on the pictures Drill: What’s the time? as a class and

individually.• Elicit the times shown on the clock faces Drill them by

pointing to each clock and asking What’s the time?

• Point out the different ways of saying each time.• Put students in pairs to practise Monitor

• Look at your watch Ask: What’s the time now? Elicit the

time and write it on the board

3a • Ask: What day is today? Elicit the day and write it on the

board.• Drill the words in the box as a class and individually.• Put students in pairs Ask them to write the days in the

correct order.• Go through the answers as a class

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

b • Play audio 8.2 for students to listen and repeat

• Drill the days as a chain Say: Monday Point to different students Elicit: Tuesday, Wednesday, etc.

4 • Play audio 8.3 all the way through • Tell students to listen and write the day or the time they

hear Play the first conversation on the audio again Elicit:

Thursday Repeat with the second conversation Elicit:

quarter past one.

• Play the rest of the audio.• Go through the answers as a class If necessary play the

audio again, stopping after each conversation

1 Thursday 2 quarter past one 3 Friday 4 twenty to nine5 Mondays 6 half past nine, fi ve o’clock 7 half past seven8 Sundays

1 A What day is it today?

B It’s Thursday.

2 A What’s the time?

B It’s quarter past one.

3 A When is our meeting?

B It’s on Friday.

4 A My appointment at the dentist’s is today.

B What time?A Twenty to nine.

5 A Is Kate here today?

B No, she isn’t here on Mondays.

6 A Is the bank open today?

B Yes, it’s open from half past nine to fi ve o’clock.

TEACHER’S NOTESLESSON 8Students learn to talk about days and times.

26

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1 four o’clock 2 five past 3 ten past 4 quarter past

5 twenty past 6 twenty-five 7 half past 8 twenty-five

9 twenty to 10 quarter to 11 ten to 12 five to

2 Ask and answer.

A What’s the time?B It’s quarter past six OR It’s six fifteen.

3a Write the days in the correct order.

Friday Tuesday Thursday MondaySunday Wednesday Saturday

Monday

1 Thursday

2 quarter past one

Talking about days and times

8

Now I can

talk about days and times.

✓8

1 2 3 4

5 6 7 8

5a Complete the expressions with these words.

what day when the

Everyday expressions Days and times

What is it today?It’s Monday

It’s three o’clock time is the meeting? is your appointment?

Language note Prepositions of time 1

It’s on Sunday (days)It’s at half past two (times)

6 Look at Sandy’s diary Work with a partner Ask Sandy about her week.

A When’s the Marketing meeting?B It’s on Monday.

A What time?B It’s at half past three.

M3.30 Marketing meeting

T10.10 appointment at the doctor’s

W2.15 interview for a new job

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3 have a shower 4 have breakfast

2 What other everyday life expressions do you know?

get dressed, go for a drink …

1 to work I go to work.

2 a shower I have a shower.

Language note Adverbs of frequency

I always get up at six o’clock

I usually drive to work I sometimes go to a café for lunch

b Put in the adverbs of frequency.

1 I usually watch TV in the evening.

1 I watch TV in the evening (usually)2 I wake up at five o’clock (sometimes)3 I leave home at 7.30 (always)4 I go shopping after work (sometimes)5 I cook dinner (usually)

6 I have coffee in the morning (always)

I usually wake up at six o’clock on weekdays and I get up at 1 half past six I always have 2 first and then I have a 3 I leave

home at eight o’clock and I

4 to the salon I start work at 8.45 and we open the salon at half past 5 I have a cup of coffee at about 11 o’clock and I 6 at half past one I finish work at five and we close the salon Then I sometimes 7 with my friends I go home at half past six and I 8 dinner Then I 9 and I usually go to bed at 11.30 The salon isn’t open on Sunday and Monday I always 10 on Monday

6a Your life Write sentences about a typical day in

your life Use always, usually, and sometimes.

b Work with a partner Compare your days.

A I usually get up at half past seven

What about you?

B I always get up at seven o’clock.

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Warm-up

• Write a selection of times on pieces of paper, e.g five o’clock on Monday evening, twenty past two on Friday morning, quarter past three on Monday afternoon, etc Prepare one for

each student.• Hand out the pieces of paper Tell students to organize

themselves in a row starting with the earliest day / time • Ask students to read out their times / days

1 • Elicit / Teach: everyday life.

• Focus on the pictures Play audio 9.1 for students to listen and repeat

• Drill each item as a class and individually

• Ask different students to say the activities Say: What’s

number 10? Elicit: cook dinner Check pronunciation.

• Put students in pairs Tell them to cover the text and take it

in turns to point at the pictures and ask What’s this?

Students may have problems remembering how to say or spell English words because they are not always

pronounced the way they are spelt, e.g shower /"SaU@/,

breakfast /"brekf@st/.

2 • Put students in pairs Ask them to add three more daily activities to the list (They can use their dictionaries if necessary.)

• Ask students to call out the daily activities and write these on the board Drill the new words

3 • Do the examples together Play the first item on audio 9.2

Students hear to work, make a sentence, then listen and

repeat Do the same with the second example.• Play the rest of the audio

1 to work 4 breakfastI go to work I have breakfast.2 a shower 5 to bed

I have a shower I go to bed.3 shopping 6 lunch

I go shopping I have lunch

4a • Focus on the Language note Drill the example sentences.

• Play audio 9.3 for students to read and listen.• Drill each line as a class and individually

• Focus on the rules on Student’s Book page 104 Write: I a

shower never have Always I watch TV on the board Put a

cross next to the sentences to show they are incorrect Ask students to correct them

b • Read through the sentences • Write: I watch TV in the evening (usually) on the board

Point to usually Ask: Where does this word go? Elicit:

between ‘I’ and ‘watch’.

• Put students in pairs and tell them to read the sentences and put the adverbs of frequency in the correct place.• Go through the answers as a class

1 I usually watch TV in the evening 2 I sometimes wake up at fi ve o’ clock 3 I always leave home at 7.30 4 I sometimes go shopping after work 5 I usually cook dinner

6 I always have coffee in the morning

5 • Elicit / Teach: hairdresser, weekdays, salon, friend, open.

• Ask questions about the picture, e.g How many people can

you see? What are they doing?

• Read through the whole text Focus on the first sentence of

the text Write: I get up at past six Point to the gap

Ask: What’s this? Elicit possible words to fit in the gap e.g

five, ten, quarter, half.

• Go through the text eliciting possible words for each gap.• Tell students to listen and complete the text Play audio

9.4 twice.• Go through the answers as a class If necessary play the

audio again, stopping after each answer.• Nominate a student to read the first sentence from the

text Check pronunciation Continue round the class, asking different students to read one sentence each

1 half 2 breakfast 3 shower 4 drive 5 nine 6 have lunch 7 go for a drink 8 cook 9 watch TV 10 go shopping

6a Your life

• Use the pictures in exercise 1 and adverbs of frequency to

talk about a typical day for you Say: I usually wake up at

seven o’clock I always have a shower I usually leave home at quarter to eight etc.

• Tell students to write sentences about a typical day for them, using adverbs of frequency Monitor

b • Ask different students to say sentences about their daily

life Say: I usually wake up at seven o’clock What about you,

(Maria)? Elicit: I usually wake up at seven o’clock, too /

I usually wake up at half past seven.

• Focus on the example sentences Put students in pairs to compare their days Monitor

can talk about my everyday life.

Follow-up• Give students one minute to read the text from exercise 5

again.• Put students in pairs / small groups Write the following

times on the board: six o’clock, quarter past six, eight o’clock, 8.45, half past nine, 11 o’clock, half past one, five, half past six, 11.30.

• Tell students to think about the hairdresser’s day and write what she does at each of these times

Students learn a lexical set of daily activities and talk about their daily life.

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• Draw two columns on the board Write the first part of the

daily activities from lesson 9 exercise 1 in the first column

and the second part in the second column Write them out of order, e.g

wake dinnerwatch up

• Put students in teams The teams take it in turns to match

two words and make a sentence, e.g I wake up at six o’clock

1 • Elicit / Teach: job, pub, clean, wash, glasses, like, money.

• Focus on the picture Ask questions about John, e.g How

old is he? What is he doing?

• Play audio 10.1 for students to read and listen

• Play the first part of the audio again (to I like the money).

• Drill each sentence as a class Check pronunciation.• Ask individual students to read sentences from the text

Check pronunciation.• Repeat with the second part of the audio

Students often forget to use s in the third person

– possibly because there are few verb endings in English

2 • Write: I go to Leeds University on the board Ask: state or

activity? Elicit: state Repeat with I usually clean the tables

to elicit activity.

• Put students in pairs Tell them to look at verbs in the first

text in exercise 1 Ask: Which verbs are activities? Elicit:

clean, wash Repeat with Which verbs are states? to elicit go, have, work, like.

• Focus on the table Drill the examples Check pronunciation

of es in washes, goes (an extra syllable in washes but not in

goes) Go through the rules on Student’s Book page 104.

• Tell students to cover exercise 1 Write: go, have, work,

clean, wash, like, do on the board.

• Put students in pairs Ask them to write the third person singular for each verb Go through as a class Check pronunciation

3a • Write: I go to the pub at six o’clock on the board Ask:

What does John do at six o’clock? Elicit: He goes to the pub

at six o’clock and write it on the board.

• Focus on the sentences Tell students to write about John • Put students in pairs to compare their sentences

b • Play audio 10.2 for students to listen and check.• Play the audio again for students to listen and repeat

1 He goes to the pub at six o’clock 2 He usually has dinner there 3 He starts work at seven o’clock 4 He fi nishes work at half past eleven 5 He lives near the pub 6 He always walks home 7 He watches TV for half an hour 8 Then he goes to bed

4a • Go through the table Drill the examples as a class and individually Check pronunciation

• Focus on the rules on Student’s Book page 104

• Go through the verbs in exercise 1 and elicit the negative

form of each, e.g go = don’t go, goes = doesn’t go.

b • Do the examples together Play the first item on audio 10.3

Students hear She works in a café, say the negative, then

listen and repeat Do the same with the second example.• Play the rest of the audio

TEACHER’S NOTESLESSON 10Students learn and practise present simple statements.

1 She works in a café She doesn’t work in a café 2 I live near a shop I don’t live near a shop 3 They drive to work They don’t drive to work 4 He fi nishes work at fi ve He doesn’t fi nish work at fi ve 5 We get up at seven o’clock We don’t get up at seven o’clock 6 He washes cars

He doesn’t wash cars

5 • Tell students to read the text in exercise 1 again Write:

John goes / doesn’t go to school on the board Ask: Does John go to school? Elicit: no and underline doesn’t go

• Put students in pairs Tell them to make sentences about John using the verbs in brackets

• Go through the answers as a class Ask different students to say the sentences Check pronunciation

1 doesn’t go 2 has 3 doesn’t work 4 doesn’t clean5 washes 6 doesn’t go 7 goes 8 doesn’t like

6 Your life

• Focus on the verbs in the box Say positive and negative

sentences about your life, e.g I work in a school I don’t go

to work in the evening

• Tell students to write three positive and three negative sentences about their life Monitor

• Nominate a student Say: I work in a school What about you,

(Katia)? Elicit: I work in a school, too / I don’t work in a

school Ask the same question to different students.

• Repeat with a negative sentence, e.g I don’t go to work in

the evening Elicit: I don’t go to work in the evening either /

I go to work in the evening.

• Put students in pairs to compare their daily life Monitor.

• Ask different students to say one positive and one negative

sentence about their partner’s daily life, e.g (Ana) works in

an office / (Ana) doesn’t drive to work Check pronunciation.

• Elicit / Teach: part-time, term time, full-time, holiday.

• Read through the text as a class Ask questions to check

comprehension, e.g Do all students in the UK have jobs? Where

do students work?

• Put students in pairs to discuss student jobs in their country

• Focus students’ attention on the can do statement: Now I can

describe someone else’s everyday life.

Follow-up• Use the second text from exercise 1 as a dictation Dictate

each sentence twice, speaking clearly and naturally.• Put students in pairs to check each other’s work using the

Student’s Book Remind them to check for correct spelling and punctuation

30

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2 Read the examples Study the rules on page 104.

Present simple: positive statementsWe use the present simple for:

I work in a bank.You go to work.They wash the glasses

He works in a bank.She goes to work.He washes the glasses

3a Describe John’s evening.

1 He goes to the pub at 6 o’clock.

1 I go to the pub at 6 o’clock 5 I live near the pub.2 I usually have dinner there 6 I always walk home.3 I start work at 7 o’clock 7 I watch TV for half an hour.4 I finish work at 11.30 8 Then I go to bed

Present simple: negative statements

I like the job I don’t like the job.He likes the job He doesn’t like the job.NOT He doesn’t likes the job

b 10.3 Drill Listen Say the negative.

1 She works in a café

She doesn’t work in a café.

2 I live near a shop

I don’t live near a shop.

5 Make sentences about John Put the verbs into the positive or negative form.

1 John doesn’t go to school (go)2 He a job in a pub (have)3 He in a restaurant (work)4 He cars (clean)

5 He the glasses (wash)6 He to work in the afternoon (go)7 He to work in the evening (go)8 He the job (like)

6 Your life Write some positive and negative sentences about your everyday life Use these verbs.

work go drive watch have get

I drive to work OR I don’t drive to work.

Now I can

describe someone else’s everyday life.

✓10

John is a student He goes to Leeds University He has a job, too He works in a pub in the evening He usually cleans the tables and washes the glasses He doesn’t like the job very much, but he likes the money

Student jobs

Students in the UK often have part-time jobs during term time Most students get a full-time job during the holidays They work in shops, bars, and restaurants Some students clean offices or work in superm

arkets

My name’s John, and I’m a student I go to Leeds University I have a job, too I work in a pub in the evening I usually clean the tables and wash the glasses I don’t like the job very much, but I like the money

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2 Are the statements true (T) or false (F)?

1 Ligaya lives in the Philippines.2 She teaches French

3 She drives to work.4 She doesn’t like her job.5 She’s married

6 She always goes to work on Saturday

3 When does Ligaya do these things?

1 She gets up at quarter to five .2 She leaves home .3 She starts work .4 She finishes work .5 She goes home .6 She goes shopping .7 She goes to church .8 She goes to the beach

Language note and, but, because

My name’s Ligaya and I live in Davao.I like my job but I don’t earn a lot.It takes a long time because the traffic is bad

4 Your life Write to Ligaya about your life Use the correct punctuation Follow the pattern.

My name’s and I live in I (job / studies) I travel to work / university every day by I start work at I normally get up at and I leave home at I finish work at and then I I like / don’t like my job / university, because On Saturday, I always On Sunday,

leave 2 his he’s 3 it

eat 4 this

School starts at half past seven in the morning I get up at quarter to five and I normally leave home at six o’clock I walk to the main road and wait for the jeepney I finish work at five o’clock and then I usually go home I sometimes go shopping first

I like my job, but I don’t earn a lot of money, and I don’t like the long journey to work every day

I don’t normally go to work at the weekend On Saturday, I go shopping On Sunday morning, I always go to church with my husband and my children In the afternoon, we often go to the beach

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Warm-up

• Write five present simple sentences on the board Each

sentence should contain one mistake, e.g She haves a

part-time job They doesn’t go to school Wake they up at seven o’clock I no like my job He doesn’t works in an office

• Put students in small groups Tell them to find the mistakes and rewrite the sentences correctly

• Go through the answers, writing them on the board for students to check

• Elicit the opposite of each sentence, e.g She has a part-time

job / She doesn’t have a part-time job.

1 • Focus on the picture of Ligaya Ask: What’s her name? How

old is she? Where does she live? Encourage students to guess

some of Ligaya’s details • Play audio 11.1 for students to read and listen Ask:

What’s Ligaya’s job? Elicit: She’s a teacher.

• Ask questions to find out if your students know anything

about the Philippines, e.g Where are the Philippines? What’s

the capital city?

• Elicit / Teach key vocabulary for each paragraph, e.g

paragraph 1: elementary school, near, city centre, expensive,

travel, long time, traffic, summer

paragraph 2: normally, main roadparagraph 3: earn, journeyparagraph 4: church, beach

• Play the audio again while students read and listen

2 • Tell students to read the first paragraph again Focus on the

first statement Ask: Is this true or false? Elicit: True and

write T next to the sentence.

• Read through the statements Put students in pairs to complete the exercise

• Go through the answers as a class If some students find the exercise difficult, number the paragraphs and help by giving, or asking for, the number of the correct paragraph for each answer

1 T 2 F 3 F 4 F 5 T 6 F

• Write: Ligaya teaches French on the board Ask students to correct the statement Elicit: She teaches English.

• Put students in pairs Tell students to look at the other

false statements 3, 4, and 6 Say: Make the statements true.• Go over the answers together Elicit: She takes the bus to

work She likes her job She doesn’t normally go to work on Saturday.

• Ask students to look at the text again and underline the adverbs of frequency Elicit the adverbs and write them on

the board Ask students to put them in order with always first and never last, i.e always, usually / normally, often,

sometimes, never.

3 • Focus on the first activity, gets up Tell students to read the

text again Ask: When does Ligaya get up? Elicit: at quarter

• Focus on the Language note Elicit that there are two

pieces of information in each of the example sentences

• Elicit / Explain that we use and to join two positive pieces of information, but to join a positive and a negative piece of information, and because when we give a reason for

something • Write: 1 He cleans the tables He washes the glasses 2 She

earns a lot of money She doesn’t like her job 3 He travels to work by bus He hasn’t got a car on the board.

• Put students in pairs and tell them to write sentences with

and, but, or because

• Ask individual students to rewrite the sentences on the

board Elicit: He cleans the tables and washes the glasses

She earns a lot of money but she doesn’t like her job He travels to work by bus because he hasn’t got a car.

4 Your life

• Use the cues to tell students about your everyday life, e.g

Say: My name is (Anna) and I live in (London).• Focus on the punctuation used in the pattern Ask: How do

you begin and end a sentence? Elicit: Begin with a capital

letter and end with a full stop Remind students to use

capital letters with the names of days • Say: Follow the pattern Write about your life Monitor.

• Put students in pairs Ask them to exchange their texts

Say: Read about your partner Check spelling, capital letters,

and full-stops.

• Nominate individual students to read out their texts Check pronunciation

Pronunciation1 • Model the pronunciation of /I/ in live and /i;/ in leave Drill

each sound as a class then individually Play audio 11.2

for students to listen and repeat

2 • Drill each pair of words individually then as a class Check pronunciation

• Focus on the first pair of words Play the first item on audio

11.3 Ask: live or leave? Elicit: leave and write this on the

board so students can check.• Play the rest of the audio, stopping after each word.• Go through the answers

1 leave 2 his 3 it 4 these

• Play the audio again for students to listen and repeat.• Put students in pairs One student says a word from the list

in part 1, the other points to the word in the list

can write about my everyday life.

Follow-up• Focus on the text in exercise 1 Tell students to think about

someone they know, e.g a friend or a relative Ask them to write a paragraph about that person

TEACHER’S NOTESLESSON 11Students revise the present simple and write a paragraph about their everyday life.

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3a • Focus on the Everyday expressions Tell students to find

and underline them in the text • Write: Yes, I kn_w on the board Point to the gap and ask

students to supply the missing letter Elicit: o.

• Ask students to complete the expressions

b • Play audio 12.2 for students to check their answers.• Play the audio again while students listen and repeat

Yes, I know That’s funny Oh, right Really?

4 • Focus on the story Put students in groups Tell them to practise the conversation, each taking one part.• Give students an opportunity to practise all three roles

Monitor.• Ask one group to act out the story for the rest of the class

can respond to things people say.

Follow-up

• Write out the individual words from the Everyday

expressions on a large piece of paper Write the words at

random with no punctuation, e.g know, yes, thats, really,

• Use the pictures in lesson 4 to revise the story to date Ask

questions about the characters, e.g Where does Ryan work?

What’s his wife’s name? Who is Lucy’s boss? Where is Peter from? What’s Jordan’s job? Is he married? What does Sarah do?

1a • Play audio 12.1 to familiarize students with how the story develops and with the characters’ voices

• Elicit / Teach key vocabulary for each picture, e.g

picture 1: coffee shop, customer, counterpicture 2: do judo, sport, go jogging, play tennis, stop picture 3: that’s funny, fancy, really, obvious

picture 4: notice

• Write the new words on the board and drill as a class and individually

pictures to check basic comprehension, e.g.

picture 1: How many people are there? Where are they? Who

is Ryan talking to?

picture 2: Who is Peter talking to? What is Cindy doing?picture 3: Who is Ryan talking to? Is Peter arriving or

leaving?

picture 4: Who is Cindy talking to?

• Focus on the question Ask: Why does Peter come into The

Coffee Shop? Play the audio again Elicit: To see Sarah.

• Ask questions about the text to check comprehension, e.g.

picture 1: Who is Peter looking for? Is Sarah in the café? Does

Sarah usually come into the café? What time does she usually come in?

picture 2: Where is Sarah? What sports does she do? When

does she go jogging? Does she do judo at the weekend?

picture 3: Why does Peter come into The Coffee Shop? Does he

always have a cup of coffee? Why does he want to see Sarah?

picture 4: Why does Cindy say ‘Men!’? What do men never

notice?

2 • Focus on the sentences Write: It’s 6.30 / 7.30 in the

evening on the board Say: Read the text What time is it?

Elicit: 6.30 and circle the correct answer.• Put students in pairs Say: Read the text again and choose

the correct answer.

• Go over the answers as a class

1 6.30 2 Tuesday 3 sports centre 4 does judo 5 doesn’t have 6 fancies

TEACHER’S NOTESLESSON 12Students revise the present simple and learn phrases for responding to things people say.

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That’s Life! Episode 2

12

Now I can

respond to things people say.

✓12

Cindy Morning, Lucy.

Jordan Oh, hi, Ryan RING RING Oh, that’s my phone.

Hello, Olive Yes, I’m on my way now

Cindy Here you are Jordan Thanks very much Ryan Hello, Peter How are you? Peter I’m ﬁ ne, thanks And you? Ryan Fine.

Peter Is Sarah here? Ryan No, she isn’t What’s the time? Peter It’s half past six.

Ryan Yes, she usually comes in at this time.1

she always plays tennis at the weekend

Ryan And now she does judo, too Anyway, would

you like a cup of coffee, Peter?

Peter Oh, er … no, thanks I can’t stop See you.

Ryan That’s funny Peter comes into The Coffee

Shop, but he doesn’t want a cup of coffee

Cindy Well, he wants to see Sarah, but she isn’t here Ryan Oh, right.

Cindy I think he fancies her Ryan What? Peter fancies Sarah? Really? Cindy Yes, it’s obvious

Ryan Is it?

come to The Coffee Shop?2 Choose the correct answers

1 It’s 6.30 / 7.30 in the evening.2 It’s Monday / Tuesday.

3 Sarah is at the café / sports centre.4 She does judo / plays tennis on Tuesdays.5 Peter has / doesn’t have a cup of coffee.6 Cindy thinks that Peter fancies / doesn’t like Sarah.

3a Complete the expressions.

Everyday expressions Responding

Yes, I kn w Oh, r ght.That’s f nny R ally?

4 Work in a group Practise the story.

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1 play table tennis

3 play the piano

Language note play

I play football (sport)I playthe piano (a musical instrument)

1 karate I do karate.

2 table tennis I play table tennis.

4a 13.3 Listen Write the activities.

swimming

b Which activity does each person do?

Maria goes swimming She plays … , and she …

5 Your life Do you do the activities in exercise 1?

I play table tennis and football.I don’t play the piano or the violin.I do karate, but I don’t do yoga …

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1 • Elicit / Teach: free time.

• Focus on the pictures Play audio 13.1 for students to listen and repeat

• Drill each item as a class and individually • Ask different students to say the activities Check

pronunciation.• Put students in pairs Tell them to take it in turns to point

at different activities and ask What’s this? Monitor.

2 • Tell students to add more free-time activities to the list (using dictionaries if necessary)

• Ask students to call them out and write them on the board Drill the new words and check comprehension

• Focus on the Language note Drill the examples as a class

and individually

• Tell students to cover the pictures in exercise 1 Say an

activity Tell students to say yes if we use the verb play,

and no if we use a different verb, e.g Say: tennis Elicit:

yes Say two or three activities at random then put students

in pairs to practise

Collocations (words that go together) can cause problems for students as the English collocation is not always the same as in the student’s language For example, English

uses the same verb (play) with musical instruments and

some sports, but Spanish uses different verbs

3 • Do the examples together Play the first item on audio

13.2 Students hear karate, make a sentence with the

correct verb, then listen and repeat Do the same with the second item

1 karate 4 swimmingI do karate I go swimming.2 table tennis 5 the radio

I play table tennis I listen to the radio.3 the violin 6 magazines

I play the violin I read magazines

4a • Focus on the first picture Tell students to listen to Maria and write the activities she does Play the first conversation on audio 13.3 twice Elicit: swimming,

tennis, listening to (jazz) music

• Tell students to listen to the other conversations and write the activities Play the rest of the audio

• Go through the answers as a class

Maria: swimming, tennis, listening to music (jazz)Dev: karate, play the piano, computer gamesAnna: read books (novels), yoga, joggingCaspar: go to the cinema, watch TV, go to restaurants

Audio script 13.3 Woman 1 My name’s Maria What do I do in my free time? I go

swimming and I play tennis I don’t play a musical instrument, but I listen to music I like jazz

Man 1 My name’s Dev Free time? Let me see I do karate and

I play the piano And I play computer games, too

Woman 2 My name’s Anna In my free time I read books – novels

mostly I don’t play any sports, but I do yoga And I go jogging

Man 2 My name’s Caspar I don’t play any sports In my

free time I go to the cinema or I watch TV I go to restaurants with my friends, too I love food

b • Write: Maria swimming She tennis and she

music on the board Point to each gap Ask: What’s this?

Elicit: goes, plays, listens to.• Focus on the pictures Say: Write sentences about the

activities that Dev, Anna, and Caspar do.

• Put students in pairs to compare their answers.• Go through the answers as a class Ask individual students

to read out one sentence each Check pronunciation

Dev does karate He plays the piano and he plays computer games.Anna reads books She does yoga and she goes jogging

Caspar goes to the cinema and he watches TV He goes to restaurants with his friends

5 Your life

• Go through the activities in exercise 1 Say true sentences

about the things that you do / don’t do, e.g I play table

tennis / I don’t play football.

• Ask different students to say sentences about their

free-time activities Say: I play the piano What about you,

(Maria)? Elicit: I play the piano, too / I don’t play the piano.

• Read through the example sentences • Write: I play table tennis and football I don’t play the piano

or the violin I do karate, but I don’t do yoga on the board

Underline and, or, but Remind students that and connects two positive sentences, or connects two negative sentences, while but connects a positive and a negative sentence.

• Tell students to write a paragraph about the activities in

exercise 1 that they do / don’t do.

• Put students in pairs Ask them to exchange and read each other’s work

• Ask individual students to read out their paragraphs

can talk about my free-time activities.

Follow-up

• Arrange the class in two or three teams Ask one member from each team to come to the front of the class • Explain that you are going to whisper a free-time activity

to the students at the front of the class They have to mime the activity and their teams compete to guess the activity The first team to call out the activity wins a point

• Repeat with different activities from exercises 1 and 3.

TEACHER’S NOTESLESSON 13Students learn a lexical set of free-time activities and talk about what they do in their free time.

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• Make a Word Snake (see page 11) of free-time activities from

lesson 13, e.g

swimmingviolinradiokaratecinemamagazinesfootballbooks.

• When students have unscrambled the word snake, elicit the

verbs that go with each activity, e.g go swimming.

1a • Focus on the picture Ask: Who can you see? Where are they?

What can you see?

• Elicit / Teach: sports centre, two or three times a week,

volleyball, love.

• Play audio 14.1 for students to read and listen.• Drill each question and answer as a class and individually

• Check pronunciation of do at the beginning of a question

(when it’s a weak form /d@/) and in answers (when it’s a strong form /du;/) Note that native speakers often

pronounce do you as /dju;/.

b • Put students in pairs to practise the conversation Give them an opportunity to practise each role Monitor

Students who translate questions directly from their own language may make mistakes in English

They may omit the subject pronoun (I, you, he, etc) or forget to use the auxiliary verb do in questions because

they don’t have to use them in their own language, e.g Spanish Problems with word order in English might also occur if questions and statements in the student’s own language have the same word order, e.g Chinese

2 • Drill the examples in the table as a class and individually Check pronunciation and focus on intonation, which rises in

yes / no questions.

• Refer students to the rules on Student’s Book page 105 • Write: don’t on the board Ask: What’s this? Elicit: do not

Repeat with doesn’t to elicit does not.

• Use the table to ask questions about people in the class,

e.g Do you go to the gym, (Pedro)? Does (Hamid) play the

piano? Elicit yes / no answers.

• Put students in pairs to practise asking and answering the questions in the table

3 • Do the examples together Play the first item on audio

14.2 Students hear He goes to the gym, make the

question, then listen and repeat Do the same with the second example

1 He goes to the gym 4 They listen to music Does he go to the gym? Do they listen to music?2 You read a lot of books 5 He does yoga

Do you read a lot of books? Does he do yoga?3 She plays the violin 6 They go to the cinema

Does she play the violin? Do they go to the cinema?

4a • Focus on the conversation Elicit / Teach: on your own, meet,

park.

• Go through the words in the box Write: you

jogging every day? on the board Point to the first gap Ask: What’s this? Elicit: Do Repeat for the second gap (go).

TEACHER’S NOTESLESSON 14Students learn and practise present simple questions and ask each other about their free time

• Tell students to complete the conversation with words from the box Remind them that they need to use some words more than once Monitor

• Put students in pairs to compare their answers

1 Do 2 go 3 do 4 Do 5 go 6 don’t 7 go 8 Does9 go 10 doesn’t 11 go 12 do 13 don’t 14 go

b • Put students in pairs to practise the conversation

5 • Drill the examples as a class and individually Check

pronunciation and focus on intonation, which falls in wh-

questions.• Refer students to the rules on Student’s Book page 105 • Write: Do you read books? What books do you read? on the

board Explain that we use the same word order for yes / no and wh- questions.

question each Check intonation and pronunciation of do.

1 What do you do in your free time? 2 Do you like sport? 3 What kind of music do you listen to? 4 Do you play a musical instrument? 5 What things do you read? 6 Where do you meet your friends? 7 Do you go to the cinema every week?

8 Do you play computer games?

b • Focus on the wh- questions Elicit / Explain that these questions ask for information Go through each wh- question

eliciting possible answers • Say: Read the questions and write answers for you

• Nominate individual students Ask: What do you do in your

free time? What things do you read?

• Put students in pairs to interview each other Monitor.• Ask different students to say a sentence about their

partner, e.g (Manolo) likes sport.

c • Write: What he in free time? on the board

Point to each gap Ask: What’s this? Elicit: does, do, his.

• Tell students to look at their questions and change them

into third person singular using he or she.

• Go through the questions as a class Check pronunciation of

third person s.

• Put students with new partners to ask and answer questions about their first partner

can ask people about their free time.

examples then put students in small groups to play

38

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GRAMMAR

Present simple: questions

14

014a: Ryan talking to Sarah; Cindy visible in the background

b Practise the conversation with a partner.2 Read the examples Study the rules on page 105.

Present simple: questions and short answers

Do you go to the gym?

Do they like sport?

Does he play the piano?

Does she go jogging?

Yes, I do.No, they don’t.Yes, he does.No, she doesn’t.

NOT Does she goes jogging?

1 He goes to the gym

Does he go to the gym?

2 You read a lot of books

Do you read a lot of books?

4a Complete the conversation Use these words.

do does don’t doesn’t go

Sarah?

Sarah Yes, I 3 _

Ryan 4 _ you 5 _ on your own?

Sarah No, I 6 _ I 7 _ with my friends

Ryan 8 _ Lucy 9 _ with you?

Sarah No, she 10 _ I 11 _ with some friends from university

Ryan Oh, 12 _ they live near you?

Sarah No, they 13 _ We 14 _ jogging in the park, so we meet there

b Read the conversation with a partner.5 Read the examples Study the rules on page 105.

Present simple: wh- questions

What books do you read?

Where does he play?

6a Your life Make questions Use the cues.

1 What do you do in your free time?2 Do you like sport?

1 What / do / in your free time?2 like sport?

3 What kind of music / listen to?4 play a musical instrument?5 What things / read?6 Where / meet your friends? 7 go to the cinema every week?8 play computer games?

b Interview a partner Use your questions.

A What do you do in your free time?B I …

c Find a new partner Ask about your first partners.

A What does Miguel do in his free time?B He …

Now I can

ask people about their free time.

✓14

Sarah I play volleyball and tennis, and I do judo now, too.

Ryan Yes, I do. I love it

Ryan Oh I like football, tennis, basketball …

So, do you go to the sports centre, too?

No, he doesn’t. He just watches sport on TV

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Listen and choose the correct answers.

1 What is the DJ’s name? a Ben Baker b Ken Stevens c Jim Beeton2 Who is Kath?

a Eddie’s mother b his girlfriend c his wife

2 Listen again Write E (Eddie) or K (Kath) next to each picture.

ADoes Kath work in … , too?

BNo, she doesn’t She works in …

Language note like + -ing

I like listening to music.I don’t like cooking.NOT I like listen to music OR I don’t like cook

5a Your life Write about things that you like doing and things that you don’t like doing.

b Compare your sentences with a partner’s.

A I like cooking Do you?B Yes, I do OR No, I don’t.

A I don’t like listening to jazz Do you?B Yes, I do OR No, I don’t.

2a Put the words in the correct column.

song open opera sorry rockgo coffee phone don’t know

b 15.3 Listen, check, and repeat.3 Say these.

1 I don’t go jogging on my own.2 Bob’s on the radio show.3 I don’t go to The Coffee Shop.4 We know a lot of rock songs

Tiêu đề	English for Life Elementary Teacher's Book
Tác giả	Tom Hutchinson, Carol Tabor, Jenny Quintana
Trường học	Oxford University Press
Chuyên ngành	English
Thể loại	Teacher's Book
Năm xuất bản	2016

Định dạng
Số trang	296
Dung lượng	15,56 MB